ERIC Number: ED182883
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Let's Go, Cabbagehead: Syntactic and Pragmatics of Learning Disabled Children's Communications.
Bryan, Tanis; And Others
The study assessed responses of elementary grade learning disabled children to ambiguous information from a speaker. It was hypothesized that Ss would be passive listeners, and that they would function less effectively in a situation in which speaker inadequacy necessitated active listener responses. Results supported the hypothesis that learning disabled children would differ from nondisabled children in requesting clarification from a speaker when the speaker's message was inadequate. Learning disabled Ss were less likely to ask for feedback when given uninformative or partially informative information. Findings led to conclusions such as the following: learning disabled children are not good listeners; learning disabled children may not recognize that adults may give uninformative information; and learning disabled children may be less experienced in asking questions. (SBH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Illinois Univ., Chicago. Coll. of Education.
Note: Paper presented at the Annual Conference of the American Psychological Association (New York, NY, September, 1979)